Self-reported cognitive activation shows no context effects of school characteristics after controlling for individual teacher self-efficacy¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i0 negligible
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Collective efficacy, collaboration, participation, and principal leadership were each non-significantly associated with self-reported cognitive activation when controlling for teachers' self-efficacy. → Holzberger 2021

Evidence¶

Holzberger 2021¶

Holzberger, D., & Prestele, E. (2021). Teacher Self-Efficacy and Self-Reported Instructional Quality: A Multilevel Perspective on the Role of School Characteristics. Learning and Instruction, 76, 101513. https://doi.org/10.1016/j.learninstruc.2021.101513

q3 · i0 · associational · r2

Multilevel regression context-effect analyses on the TALIS 2018 Austrian sample. Collective efficacy in instruction (β = .25, p = .26) and in classroom management (β = .08, p = .61), plus collaboration, participation and leadership, showed no significant unique context effects on cognitive activation.

"Additionally, more-external school characteristics were not significantly associated with teachers’ self-reported cognitive activation when controlling for teachers’ self-efficacy (collaboration: b(SE) = –0.00(.02), β = –.03, p = .85"

Discussion¶

Related Claims¶

• Being a teacher at a school with higher collective efficacy in classroom management is associated with higher self-reported classroom management over and above individual self-efficacy — related
• School characteristics moderate the self-efficacy–classroom management relationship: smaller slopes in schools with high collective efficacy or high collaboration, larger with more participation — related
• Schools with higher collective efficacy show stronger associations with self-reported instructional quality at the school level than at the teacher level — related
• Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations — related
• The relationship between teacher self-efficacy and self-reported cognitive activation does not vary across investigated school characteristics — related